I choose to use the middle intervention strategy. Which isoffering an after school math program. This program will target students whoare struggling in math based on previous math standardized test scores andcurrent classroom math grades. Parents and other local volunteers will assist the math teachers in the classroom during math instruction to give extraassistance to students. Monthly conferences will be held between parent,teacher, math coach, and student to see what math skills the student isstruggling with and how to solve the issue. This intervention was also chosenbecause it is less expensive than the high intervention and more likely will receivefunding. The only limitation is finding enough volunteers to help in theclassrooms. According to the math coach, “Students learn better when there is alow teacher to student ration when learning.”
I didn’t choose the low intervention because I didn’t thinkit went far enough when it came to targeting students’ performance in math. Teacherssending home newsletters and being part of book studies that highlights whatgreat teachers should do in the classroom especially how teachers approachstandardized testing does not go far enough in helping students learn mathskills. Teachers would also join the National Council of Teachers of Mathematics or a similar national math organization to keep current on mathideas. Joining this organization will give teachers an over view of how tobetter teach math skills but may not go in debt enough and don’t offercommunication between the teacher and organization when trying to get answersto problems that arise when teaching math.
I didn’t choose the high intervention which would includethe school hiring teachers who have elementary or middle school math educationdegree or degrees. The school would choose teachers who had this degree as wellas teachers who had 5 years of teaching experience in math. The goal is to givebonuses to teachers who retain these qualities and recruit them to Hopkins Elementary School. This plan is too costly and will take too long to implement.Changes in math scores need to happen quickly. The strengths behind this planwas that all teachers teaching math would have a solid foundation on mathskills and have experience teaching math in a variety of forms.
I choose to use the middle intervention strategy. Which isoffering an after school math program. This program will target students whoare struggling in math based on previous math standardized test scores andcurrent classroom math grades. Parents and other local volunteers will assist the math teachers in the classroom during math instruction to give extraassistance to students. Monthly conferences will be held between parent,teacher, math coach, and student to see what math skills the student isstruggling with and how to solve the issue. This intervention was also chosenbecause it is less expensive than the high intervention and more likely will receivefunding. The only limitation is finding enough volunteers to help in theclassrooms. According to the math coach, “Students learn better when there is alow teacher to student ration when learning.”
I didn’t choose the low intervention because I didn’t thinkit went far enough when it came to targeting students’ performance in math. Teacherssending home newsletters and being part of book studies that highlights whatgreat teachers should do in the classroom especially how teachers approachstandardized testing does not go far enough in helping students learn mathskills. Teachers would also join the National Council of Teachers of Mathematics or a similar national math organization to keep current on mathideas. Joining this organization will give teachers an over view of how tobetter teach math skills but may not go in debt enough and don’t offercommunication between the teacher and organization when trying to get answersto problems that arise when teaching math.
I didn’t choose the high intervention which would includethe school hiring teachers who have elementary or middle school math educationdegree or degrees. The school would choose teachers who had this degree as wellas teachers who had 5 years of teaching experience in math. The goal is to givebonuses to teachers who retain these qualities and recruit them to Hopkins Elementary School. This plan is too costly and will take too long to implement.Changes in math scores need to happen quickly. The strengths behind this planwas that all teachers teaching math would have a solid foundation on mathskills and have experience teaching math in a variety of forms.